LLT Journal: A Journal on Language and Language Teaching

Number 2, 2015

1
MOODLE-BASED LEARNING MODEL FOR PARAGRAPH WRITING CLASS

Authors: Mega Wulandari

Abstract

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Number of views: 326

Today’s language classroom is vastly different from that of the twentieth century. The trends in language learning are moving forward in a way as to empower language learners to interact with others. Time and place boundaries are transcended by internet-based media to facilitate the interaction they are eager to make. Language teachers must now be able to utilize internet for language learning, especially in writing class because most learners assume that writing skill is the hardest part of language to learn, which require learners to practice intensively in order to gain mastery. Moodle (Modular, Object-Oriented, Dynamic, and Learning Environment) is one of many internet-based media through which teachers can work with students, whether in distance mode or as a supplement to face-to-face teaching. There are four basic things teachers and students can do with Moodle, namely: storing, communicating, collaborating, and evaluating. Considering those potentials, this research aimed at developing a Moodle learning model of Paragraph Writing at the university level. The result of the research was the theoretical model and the iconic Moodle learning model. The theoretical model presents the Moodle features that were selected according to their suitability with the theory of paragraph writing as well as with the CALL principles and Gagne’s nine events of instruction. The iconic model was developed by making some revisions based on the results of the expert validation and the user validation. The iconic learning model could be accessed on www.writing2pbi.mdl2.com.

2
THE EFFECT OF RECAST ON STUDENTS’ SPEAKING SKILL BASED ON THEIR LEARNING STRATEGIES

Authors: Adhi Nurhartanto

Abstract

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Number of views: 317

Many studies have been conducted to find the effect of recast as a feedback on students. Some studies have also revealed that recast is found to be less effective. This study is aimed to find the effect of recast to students with different learning strategies in an EFL context in Indonesia. The study is conducted using quasi-experimental design. The research instruments include LLSQ questionnaire and speaking test. The results reveal that recast may be effective for students with certain dominance of learning strategies.

3
DEVELOPING PROBLEM-BASED LEARNING (PBL) WORKSHEETS FOR THE EIGHT GRADE STUDENTS AT JUNIOR HIGH SCHOOL

Authors: Isrokijah Isrokijah

Abstract

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Number of views: 549

This study aims at developing problem-based learning (PBL) worksheets for the eighth grade students at junior high school. It belongs to Borg & Gall’s research and development R & D, involving 35 students from one class as the subjects. Interview guide for the teachers and questionnaire for the students were employed to collect data in needs analysis, and checklist in validation and try-out stages. The qualitative data collected through interview was analyzed descriptively, while, the quantitative data collected through questionnaire and checklist was analyzed using statistic descriptive by counting the frequency of appearance of the response. Finally the result of the data analysis was synthesized to get the real picture about the teachers’ and students’ response towards the use of PBL worksheets in learning English.

4
ORAL AND NASAL VOWELS IN PONTIANAK TEOCHEW

Authors: Yohana Veniranda

Abstract

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Number of views: 351

The purpose of the study is to analyze the acoustic properties of the oral and nasal vowels, in terms of the values of the formants, the fundamental frequencies, the anti-formants, the intensity, and the bandwidths. The data were recorded and analyzed using the Praat program. The results show that there are changes of the average values of all the properties. The fundamental frequencies of the nasal vowels are all higher than their counterpart oral vowels. The hypothesis is correct for this acoustic property. However, by the test of significance t-test, only the nasal [ã] and diphthong [ũã] have significantly higher frequencies. The results of the average of intensity show that nasal vowels/ diphthongs may not always have higher intensity than their counterpart oral vowels/ diphthongs.

5
STUDENTS’ WRITTEN PRODUCTION ERROR ANALYSIS IN THE EFL CLASSROOM TEACHING: A STUDY OF ADULT ENGLISH LEARNERS ERRORS

Authors: Ranauli Sihombing, Astri Khoirun Nissa, Amelia Estrelita

Abstract

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Number of views: 400

Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers’ understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.

6
STUDENTS’ PERCEPTION ON PRE-READING ACTIVITIES IN BASIC READING II CLASS OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

Authors: Vindy Cahya Ekaningrum, Carla Sih Prabandari

Abstract

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Number of views: 611

The students’ perception on the teacher instruction shows whether the teaching techniques meet the students’ need or not. Because of this reason, the researcher wants to find out the varieties of pre-reading activities used by the teacher and the students’ perception on the implementation of the pre-reading activities. There were two problem formulations in this study: 1) What kinds of pre-reading activities that are used by Basic Reading II teacher in the English Language Education Study Program of Sanata Dharma University? 2) How is the students’ perception on pre-reading activities used by the teacher? This research was a survey research. In gathering the data, there were two instruments used in this research. They were interview and questionnaire. The interview was done by interviewing the teacher of Basic Reading II Class. The interview was used to answer the first research question about the varieties of pre-reading activities in Basic Reading II class. Then, the researcher distributed the questionnaire to 56 students of Basic Reading II class. The questionnaire was used to answer the second research question about the students’ perception on pre-reading activities used by the teacher. The result of this research showed that brainstorming, pre-teaching vocabulary, pre-questioning, visual aids, and KWL strategy were the varieties of pre-reading activities used by the teacher. There were two different implementation of pre-teaching vocabulary. There were also two activities combined together, they were the use of visual aids and KWL strategy. The students had positive perception on the implementation of pre-reading activities in Basic Reading II Class.